Instructional Design Expertise: A Cognitive Model of Design
ARTICLE
Ray S. Perez
ISAIJLS Volume 23, Number 5, ISSN 0020-4277
Abstract
Presents results of a qualitative study of problem solving in the domain of instructional design. Novice and expert instructional designers worked on a "think aloud" design task, and their instruction protocols were analyzed for problem-solving processes. Analysis revealed that experts and novices used divergent design models and different problem-solving strategies, attributable to differing levels of practical experience. (JKP)
Citation
Perez, R.S. (1995). Instructional Design Expertise: A Cognitive Model of Design. Instructional Science: An International Journal of the Learning Sciences, 23(5), 321. Retrieved August 15, 2024 from https://www.learntechlib.org/p/164966/.
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Keywords
Cited By
View References & Citations Map-
Instructional Design by Novice Designers: Two Empirical Studies
Daniëlle Verstegen, Risbo, Erasmus University Rotterdam, Netherlands; Yvonne Barnard, ITS, University of Leeds, United Kingdom; Albert Pilot, IVLOS, Utrecht University, Netherlands
Journal of Interactive Learning Research Vol. 19, No. 2 (April 2008) pp. 351–383
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